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Food for Thought: A Qualitative Study Exploring Food Skills Education as a Determinant of Healthy Eating
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- Author / Creator
- Johnson, Shelby Laine
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Background: Canada is witnessing a growing recognition on the importance of food literacy; knowing how to purchase, prepare, and eat healthy food. Previous research has shown these core competencies can contribute to healthy eating. This is supported with the recent inclusion of certain competencies in Canada’s updated Food Guide. Exposing children to food literacy opportunities can positively promote lifelong healthy eating behaviours and prevent risk of disease and obesity. Currently, Canadian youth have limited opportunities to develop their food skills at home due to women entering the work force and a growing reliance on convenience foods. As a result, schools have become a key secondary learning environment. It is subsequently a public health concern that junior high food skills education (FSE) courses in Alberta are voluntary.
Research Purpose/Objectives: The research purpose of this paper-based thesis was to uncover whether junior high students and staff associate learning about nutrition and food skills with lifelong healthy eating behaviours. For Study 1: “Is Learning to Cook Optional?” an objective was to investigate how gender and perceived academic value may impact a youth’s perceptions and enrollment in food skills education courses. For Study 2: “Food Skills; an Academic Course?” an objective was to identify barriers and facilitators to the effective implementation of school-based food skills education courses.
Methods: Focused ethnography was used as it allowed the researcher to explore specific research questions in a feasible timeline. Data generation consisted of semi-structured interviews with ten students, three principals, and three FSE teachers. Latent content analysis was the selected analytical tool. Through a cyclical process, primary patterns in the data were identified, coded, and categorized.
Results: Study 1: “Is Learning to Cook Optional?” consisted of four main themes: Learning, Family, Gender, and Independence. Gender was significant as mothers remain primary educators for food skills and female students felt pressured to enroll in FSE courses. In Study 2: “Food Skills; an Academic Course?”, four main categories emerged: Promoting Healthy Eating, Curriculum, Job Qualifications, and Budget. Participants often recognized the value of FSE courses but identified budget limitations and scheduling restrictions as barriers to sustainable implementation. Promoting healthy eating was considered a school responsibility which resulted in support for the incorporation of further healthy eating initiatives.
Implications: This research project had implications for the professions of both health promotion and education. A recommendation for practice includes schools encouraging teachers with a limited background in food literacy to attend professional development opportunities. School policies may need to be adapted to ensure an equitable distribution of funds beyond core courses. Health promotors should ensure the youth perspective is considered when developing healthy eating initiatives to enhance their potential for success. This research project also promotes a community-based approach when developing and implementing health promotion initiatives. The impact of academic prioritization and role of parents were identified in both studies as barriers that require further research. -
- Graduation date
- Spring 2020
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- Type of Item
- Thesis
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- Degree
- Master of Science
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- License
- Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.